Stressing the value of documents and records as information sources for the educational evaluation community, this report explores the differences between the two, their utility for inquirers, and methods and procedures for dealing with them. Three forms of documentary analysis are described: (1) simple tracking, which involves documenting both the overt and tacit decisions and operations of the enterprise; (2) content analysis, which involves the development of categories of manifest and latent content and of the relationship among the categories; and (3) aggregational analysis, which involves the aggregation of information from dissimilar documents under new conceptual rubrics which in turn yield insights not intended or anticipated in the original source materials. Examples of each method are given, ethical questions are addressed, and a selected bibliography is provided. (FM)